PERC 2022 Abstract Detail Page
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| Abstract Title: | Reliability and Validity of an Introductory Physics Problem-Solving Grading Rubric |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | We have developed and validated a rubric for the assessment and scaffolding of problem-solving process in introductory physics courses via an iterative approach. The current version of the rubric consists of eight criteria based on research in expert-like problem solving practice and aspects of Cooperative Group Problem Solving (CGPS) pedagogy. In contrast to recent work on problem-solving assessment for use in research and curriculum development, this rubric was specifically designed for instructor use in the assignment of grades and for student use as a scaffold. The rubric was used to score N=166 student solutions to 6 problems covering content in introductory mechanics. Inter-rater and re-rater reliability was high for undergraduate Learning Assistant raters receiving only moderate training (approximately 4 hours). Exploratory factor analysis identified two factors that have been categorized as: (1) framing & defining, and (2) planning & execution. These factors align with our initial theory of the construct, suggesting evidence for criterion-related validity. Tau-equivalent reliability was found to be 0.76, and an item-total correlations test demonstrated all criteria correlations consistent with averaged behavior |
| Session Time: | Poster Session 1 |
| Poster Number: | I-26 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Christopher Moore University of Nebraska Omaha Omaha, NE 68182 Phone: 402-554-5981 |
| Co-Author(s) and Co-Presenter(s) |
Kristen Rodenhausen, University of Nebraska Omaha |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
